The Determinants of Teachers’ Well-Being: The Mediating Role of Mental Fatigue

Guglielmi, Dina; Panari, Chiara; Simbula, Silvia

doi:10.5708/ejmh.7.2012.2.3

Cited by 15 publications

(15 citation statements)

References 56 publications

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“…Indeed, several job characteristics, such as workload, job insecurity, emotional labor, emotional investment in students’ behavioral problems, and demanding interactions with parents, are associated with WFC among teachers (Cinamon et al, 2007; Noor and Zainuddin, 2011; Ilies et al, 2015; Richter et al, 2015; see also Michel et al, 2011, for a meta-analysis across different occupations). WFC may in turn have negative consequences for both teachers and their students, in terms of teachers’ job burnout, poorer psychological and physical health, reduced organizational citizenship behaviors and job satisfaction, as well as lower students’ perceived teacher autonomy support and autonomous motivation (Bragger et al, 2005; Cinamon and Rich, 2010; Bell et al, 2012; Guglielmi et al, 2012; Gao et al, 2013; Haslam et al, 2013; Santisi et al, 2014; Benevene and Fiorilli, 2015; Fiorilli et al, 2015; Shen et al, 2015; Bélanger et al, 2016; see also Amstad et al, 2011, for a meta-analysis across different occupations).…”

Section: Introductionmentioning

confidence: 99%

When Does Work Interfere With Teachers’ Private Life? An Application of the Job Demands-Resources Model

et al. 2019

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The purpose of this study is to examine the relationship between contextual work-related factors on the one hand, in terms of job demands (i.e., risk factors) and job resources (i.e., protective factors), and work-family conflict (WFC) in teachers on the other. Building on the Job Demands-Resources (JD-R) model, we hypothesized that job demands, namely qualitative, and quantitative workload, are positively associated with WFC in teachers. Moreover, in line with the buffer hypothesis of the JD-R, we expected job resources, in terms of support from supervisor (SS), job autonomy (JA), and participation in decision making (PDM), to affect this association, which is expected to be stronger when job resources are low. The study was conducted in an Italian secondary school. Overall, 122 teachers completed a self-report questionnaire aimed at determining WFC, as well as job demands and resources. The hypothesized relationships were tested using moderated multiple regression. The results of this study largely support our predictions. First, both aspects of workload were positively associated with WFC. Secondly, job resources, including SS and PDM, buffered this association, which was stronger when resources were low. On the contrary, JA did not buffer the association between workload and WFC. Overall, the results of this study are consistent with the JD-R model and contribute to the understanding of work–family conflict among teachers. More specifically, our study suggests that teachers with high levels of job resources, namely SS and PDM, can effectively cope with job demands, in terms of both qualitative and quantitative workload, thus preventing negative consequences such as conflict between work and family domains. Interventions aimed at preventing WFC among teachers should encourage organizations to optimize the balance between job demands and resources, as well as the identification and training of the workers at risk of WFC.

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Section: Introductionmentioning

confidence: 99%

When Does Work Interfere With Teachers’ Private Life? An Application of the Job Demands-Resources Model

et al. 2019

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“…Italian teachers are in the last positions for the perceived social recognition of the profession (OCDE, 2014). Furthermore, in 2015 the Italian National Observatory on Health and Well-being of Teachers (ONSBI—Osservatorio Nazionale Salute e Benessere degli Insegnanti) research study highlighted the low satisfaction of the category for the physical (Guglielmi et al, 2012) and organizational conditions of schools (Fiorilli et al, 2015b). Although the OBSBI study was able to assess the risk levels of teachers' physical and psychological health and the factors that influence them, it was not very informative with respect to the factors that contribute to generating a condition of well-being among teachers.…”

Section: Introductionmentioning

confidence: 99%

Italian Teachers' Well-Being Within the High School Context: Evidence From a Large Scale Survey

et al. 2019

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This paper aims to investigate the relationship between Italian teachers' well-being, socio-demographic characteristics and professional background. Using data from the 2015 wave of the Program for International Student Assessment (PISA) we considered information collected by the questionnaire completed by a total of 6,491 teachers in the sampled schools. Moving from existing literature on teachers' well-being, we investigate several aspects related to the teachers' working environment, career motivation and investment, and job satisfaction. We assess the variability in the observed outcomes attributable to school factors and heterogeneity between disciplines. Measurement models are combined in a multilevel setting in order to define teachers' well-being on a broad perspective while accounting for the multiple sources of heterogeneity due to several factors (e.g., discipline, teacher professional background, and individual differences) occurring at different levels of the data structure. In general, results show that the teachers' positive perception of the working environment in terms of availability of adequate human and physical resources, and professional development opportunities, provide a substantial state of well-being at work, and are related to teachers' job satisfaction. Moreover, results highlight the key role of transformational leadership in defining a teacher's well-being. Findings and implications are discussed.

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“…Popular theories are the role stress theory ( Kahn et al, 1964 ), the conservation of resources theory ( Hobfoll, 1989 ), and the JD–R model ( Bakker and Demerouti, 2007 ). Nonetheless, WFC has been conceptualized differently and, consequently, has been located in the stressor–strain chain as either an independent (e.g., Schaufeli et al, 2009 ; Guglielmi et al, 2012 ), dependent (e.g., Bakker and Geurts, 2004 ; Boyar et al, 2014 ), or intervening variable (e.g., Peeters et al, 2004 , 2005 ). Following the recommendation of Peeters et al (2004) to distinguish the concept clearly from other job demands, we decided to view WFC as an intervening variable and integrate it as such into the JD–R model as our theoretical framework.…”

Section: Introductionmentioning

confidence: 99%

Emotional Exhaustion and Job Satisfaction in Airport Security Officers – Work–Family Conflict as Mediator in the Job Demands–Resources Model

2016

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The growing threat of terrorism has increased the importance of aviation security and the work of airport security officers (screeners). Nonetheless, airport security research has yet to focus on emotional exhaustion and job satisfaction as major determinants of screeners’ job performance. The present study bridges this research gap by applying the job demands–resources (JD–R) model and using work–family conflict (WFC) as an intervening variable to study relationships between work characteristics (workload and supervisor support), emotional exhaustion, and job satisfaction in 1,127 screeners at a European airport. Results of structural equation modeling revealed that (a) supervisor support as a major job resource predicted job satisfaction among screeners; (b) workload as a major job demand predicted their emotional exhaustion; and (c) WFC proved to be a promising extension to the JD–R model that partially mediated the impact of supervisor support and workload on job satisfaction and emotional exhaustion. Theoretical and practical implications are discussed.

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The Determinants of Teachers’ Well-Being: The Mediating Role of Mental Fatigue

Cited by 15 publications

References 56 publications

When Does Work Interfere With Teachers’ Private Life? An Application of the Job Demands-Resources Model

When Does Work Interfere With Teachers’ Private Life? An Application of the Job Demands-Resources Model

Italian Teachers' Well-Being Within the High School Context: Evidence From a Large Scale Survey

Emotional Exhaustion and Job Satisfaction in Airport Security Officers – Work–Family Conflict as Mediator in the Job Demands–Resources Model

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